Enhancing your use of process-based, complex activities comprised of a number of smaller, more manageable steps or components lends itself to the use of rubrics to evaluate students' demonstrations of learning and provide feedback for students so that they can revise and move on to the next step when ready. This process is key to viewing class time as lab/rehearsal/practice/coaching space and interval for student development.
Rubrics are often portrayed as grids representing the criteria being assessed as rows and the levels of distinction as columns. For example, criteria assessed for team collaboration might include takes responsibility for oneself, helps the team, respects others, makes and follows agreements, organizes work, and works as a whole team. Each of these criteria should be evaluated at several levels of distinction. Some teachers use numbers; others use labels such as "below standard," "approaching standard," "at standard," and "above standard." Within square of the grid, you should include items used to distinguish one level of distinction from the next. For example, items for "below standard" for the takes responsibility for oneself criterion might include "is not prepared, informed, and ready to work with the team" and "does not complete project tasks on time" whereas those same items for the "approaching standard" would indicate higher level of achievement: "is usually prepared, informed, and ready to work with the team" and "completes most tasks on time."
Rubistar has a rubric generator and a repository of other teachers' pre-made rubrics. The rubric generator provides criteria related to specific assignments or projects like making a map, graphing, class debate, and making a collage, corresponding to broad categories like "products," "math," "oral projects," and "work skills," respectively. For instance, the stagedesign rubric under the "art" category contains criteria like energy, scale, elevations, and model accuracy.
Rubrics are often portrayed as grids representing the criteria being assessed as rows and the levels of distinction as columns. For example, criteria assessed for team collaboration might include takes responsibility for oneself, helps the team, respects others, makes and follows agreements, organizes work, and works as a whole team. Each of these criteria should be evaluated at several levels of distinction. Some teachers use numbers; others use labels such as "below standard," "approaching standard," "at standard," and "above standard." Within square of the grid, you should include items used to distinguish one level of distinction from the next. For example, items for "below standard" for the takes responsibility for oneself criterion might include "is not prepared, informed, and ready to work with the team" and "does not complete project tasks on time" whereas those same items for the "approaching standard" would indicate higher level of achievement: "is usually prepared, informed, and ready to work with the team" and "completes most tasks on time."
Rubistar has a rubric generator and a repository of other teachers' pre-made rubrics. The rubric generator provides criteria related to specific assignments or projects like making a map, graphing, class debate, and making a collage, corresponding to broad categories like "products," "math," "oral projects," and "work skills," respectively. For instance, the stage design rubric under the "art" category contains criteria like energy, scale, elevations, and model accuracy.
Common Rubrics:
Collaboration
Creativity and Innovation for PBL
Critical Thinking for PBL
Glossary of Terms